ERIC Number: EJ789867
Record Type: Journal
Publication Date: 2007-Dec
Reference Count: N/A
The Elusive Relationship between Teacher Characteristics and Student Academic Growth: A Longitudinal Multilevel Model for Change
Munoz, Marco A.; Chang, Florence C.
Journal of Personnel Evaluation in Education, v20 n3-4 p147-164 Dec 2007
Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation and state accountability systems, staffing all classrooms with highly qualified teachers is a critical national concern. A new era of research is needed to understand the complexity of teacher quality when defined by student learning growth. The present study evaluated the effects of teacher characteristics (i.e., experience, education, and race) in high school reading achievement gains using a multi-level growth model in an urban school district in Kentucky. Findings showed significant effects of time, but non-significant effects of teacher characteristics in high school reading achievement growth. Implications for educational policy and future research are discussed.
Descriptors: Urban Schools, Teacher Effectiveness, Teacher Characteristics, Federal Legislation, Reading Achievement, Achievement Gains, Accountability, Educational Policy, Models, Change Strategies, Correlation, Teacher Influence, High School Students, Racial Factors, Teaching Experience, Educational Attainment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001